e lementary e ducation ed tpa’ s t ask 4 (m athematics ): t hrough m ultiple l enses barbara a....
TRANSCRIPT
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ELEMENTARY EDUCATION EDTPA’S
TASK 4 (MATHEMATICS):
THROUGH MULTIPLE LENSES
Barbara A. BurnsDianne S. McCarthy
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RUBRICS SPECIFIC TO TASK 4 How does the candidate analyze whole
class evidence to identify patterns of student learning?
How does the candidate use student work to analyze mathematical errors, confusions, and partial understandings?
How does the candidate examine the re-engagement lesson to further student learning?
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MENTOR TEACHERS
Summarizing the general class performance on assessments through charts and visuals
Identifying strengths in conceptual understanding and procedural fluency for the whole class
Completing background documents including the Context for Learning and Learning Segment Overview
Aligning Common Core Learning Standards, objectives and learning targets
Including details that distinguish conceptual understanding from procedural fluency
Adding more detail and examples about the class performance and the performance of focus learners
Discovering and describing patterns across student errors. Succinctly stating the struggles related to the stated objectives.
Specifically stating the focus of the re-engagement lesson
Analyzing the re-engagement lesson based on the stated objectives
Strengths Challenges
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SUPERVISORS Limited support based on the Guidelines
provided Mostly moral support Task 4 “mimics the lived experience of an
elementary teacher”
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TEACHER CANDIDATES
Supported by mentor teachers and supervisors
Half of the teacher candidates found task 4 somewhat challenging and half not challenging at all (once they made sense of the task)
Mechanics of completing the task
Understanding the components and the writing prompts
Strengths Challenges
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FACULTY IN HIGHER EDUCATION 4 key components to preparation for task 4
Academic language of mathematics education Analyzing and presenting data Planning and teaching (differentiating
instruction) Assessing effectiveness
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NEXT STEPS Provide more support to the mentor teachers
and the supervisors Teacher candidates supporting one another Familiarity with the edTPA Samples of work to share with candidates,
mentor teachers, and supervisors Review of edTPA scores
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THANK YOU Barbara A. Burns ~ Canisius College ~
Dianne S. McCarthy ~ SUNY Buffalo State ~ [email protected]